English as an Additional Language and Spanish as a Second Language Teacher

My name is Ixchel Luna, I work in the Personal Achievement Department (PAD) as an EAL and SAL teacher.

 

I am from Honduras and I have been living in Panama for the past four years. Throughout my studies I have balanced my academic interests and passion for education. I had the opportunity to study my Bachelor’s Degree in Anthropology/Sociology and History at The College of Idaho. After college, I moved to Missouri to work as a Spanish teacher. My academic undertakings took me to Brazil, where I earned a Master’s Degree in Social Studies at the Universidade Federal do Espirito Santo. I developed a digital ethnography of an afro-indigenous group in Honduras. Alongside my academic journey, I have had the opportunity to teach in Honduras, United States, Brazil and Panama.

 

These past years I've focused solemnly on education, more specifically rearing towards new inclusive teaching methods. One of my endeavors involved being a co- speaker at the National Panamanian TESOL Conference, with a presentation about "Active Learning to Engage Children in the Classroom". I pursued a short course on Assessing Young Learners with TESOL, USA. This year, I had the opportunity to attend WIDA's Institute held in Medellin, Colombia to learn more about the WIDA standards and evaluation system.

 

 

 

 

Goals of the program 

 
  • Provide quality instruction to students who are identified as EAL learners. 
  • Develop language proficiency skills to facilitate access to the grade-level content through intervention in reading, writing, speaking and listening domains.
 

Inclusion criteria for students invited to the EAL Program

 
  • Students with low English Proficiency levels according to the WIDA Model.
  • Students needing one-to-one or small group instruction selected on a case-by-case basis.
 

Methodology

 
  •       Students receive language instruction outside of the classroom two-times per week through pull-outs during ELA, Mandarin, or other lessons decided on a case-by-case basis.
  •       WIDA’s framework and guidelines, and the Picture-Word-Inductive-Model (PWIM) will be used as our main reference for the development of the program. To learn more about WIDA you can visit their website by clicking here.

Goals of the program 


  • Provide instruction to students who are identified as SAL learners. 
  • Develop language proficiency skills to facilitate access to the grade-level content in Spanish.

Inclusion criteria for students invited to the SAL Program


  • Students with low Spanish Proficiency levels.
  • Students needing one-to-one or small group instruction selected on a case-by-case basis.

Methodology


  •       Students receive language instruction outside of the classroom two-times per week through pull-outs during Spanish, Social Studies, Mandarin, or other class decided on a case-by-case basis.